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我校是一所城镇普通完中,高一新生系第三批录取对象,基础一般。两年来,我承担了两类学生的物理教育工作,一类是在高二(八九年入学)时进行文理分科后组成的文科班,他们在高考时不要求考物理,为不使他们造成知识上的缺陷,继续开设了一年物理课程,对这些学生来说,他们并不要求学物理。另一类是高三(八九年入学)理科差班,即在高二进行文理分科的基础上,按成绩划出的一个差生班。我以这两类物理差生为研究对象,进行了一系列的反复观察、调查、分析、研究对策,认真进行教改实践,使这些差生对学习物理的兴趣变无为有,学习变被动为主动,成绩在不同程度上有所提高,从而顺利地完成了高中阶段学习物理的任务。据对在理科差班学习过的43人跟踪分
Our school is an ordinary town and it is the third batch of students to be admitted. The foundation is general. In the past two years, I have undertaken physics education work for two types of students. One is the liberal arts class formed after liberal arts and sciences in high school (entrance in 1989). They do not require physics examinations during the college entrance examination, so as not to cause them to create knowledge. The flaws continue to set up a one-year physics course. For these students, they do not ask to study physics. The other type is the junior high school (June ninety-nine) science difference class, that is, in the high school on the basis of the Arts and Sciences Division, according to the results of a poor student class. I took these two types of physical bad students as research objects, conducted a series of repeated observations, investigations, analysis, and research countermeasures, and seriously carried out teaching reforms to make these poor students become less interested in learning physics. Learning became passive and active. To some extent, it has been improved, and thus successfully completed the task of learning physics in high school. According to the 43 people who had studied in science